Benchmark Assessment and Rubric

Targeted Essential Learning

Effective instructional design, implementation, planning, and assessment related to language learning must be based on the standards, the learners, and research-based strategies and practices. An effective English Language Learner (ELL) teacher is able to use best practices and research-based methodologies for teaching English language learners. (APTS 1, 3, 4; INTASC 1, 2, 4, 8)

Assessment Tools Selected

Lesson Plan, Implementation, and Assessment

Specific Performance/Task(s)

Create an instructional plan. (APTS 1.3)

Identify and utilize a variety of materials and resources in the instructional plan. (APTS 1.7)

Utilize varied best-practice learning experiences in the instructional plan. (APTS 1.8-12)

Implement differentiated strategies that address diverse learners. (APTS 3.8)

Identify andgenerate a variety of formal and informal assessment tools that align with instruction in order to measure student learning. (APTS 4.2)

Document and interpret evaluation data. (APTS 4.3)

Modify instruction based on student feedback. (APTS 4.4)

Relevancy of Tasks to Teacher Candidate

By developing and implementing content-specific curriculum explicitly geared toward diverse learners, degree-seeking students can address the needs of English language learners.

Assessment: Student Prompts/Teacher Directions

  1. Individual: Lesson Planning in Sheltered Instruction Observation Protocol (SIOP): From Theory to Practice (Benchmark Assessment)

a)General practicum information:

Follow the practicum experience requirements, including the diversity and hour requirements for this course on the Practicum Placement Form.

Students should fill out the Practicum Placement Form and Observation Record. Complete the form with the names of the schools and grade levels where the observations took place, and document the hours spent in the classroom.

Spend 15 hours(this one can be a 5th grade class)with a Structured English Immersion (SEI)-endorsed instructor within a Title I school setting. Let your instructor know that you are working on developing your SIOP lesson planning, implementation, and assessment skills.

(1)In the first five hours of the practicum experience, observe and interview your instructor for strategies he or she uses to encourage the English language learners to further improve their English language skills. Write a 250-wordObservation Reflection for inclusion with the Benchmark Assessment submission.

(2)Spend two hours in one-on-one tutoring with an ELL reader. Use the experience to inform the lesson plan you are developing for the Benchmark Assessment. Write a 250-word Tutoring Reflection for inclusion with the Benchmark Assessment submission.

(3)Spend eight hours planning, implementing, assessing, and reflecting on a SIOP lesson:

(a)Create a content-specific SIOP lesson plan using the SIOP Lesson Plan document providedthat includes the following:

(i)Identified academic content and language objectives based on (Can we try Florida)state standards.

(ii)Resources and materials.

(iii)Three to five varied best-practice learning experiences.

(iv)An assessment tool to measure the stated objective(s).

(b)Teach the lesson and administer the assessment.

(c)Review instructional decisions based on the results of those assessments and analyze student learning based on student feedback. Revise the original lesson plan based on your analysis, including new assessments.

b)Benchmark Assessment:

Write a 1,250-1,500-word essay that is informed by the practicum experience, including all elements of the SIOP lesson, your instructor observation, and the tutoring session. Include a rationale for the learning theories that were used to support the instructional design.

Use standard essay format in APA style, including an introduction, conclusion, and title page. An abstract is required. Attach both the original and revised lesson plans, and the Observation and Tutoring Reflections.

Scoring Tool/Guide (Rubric)

Lesson Planning in SIOP: From Theory to Practice

Criteria / 1: Unsatisfactory / 2: Less than Satisfactory / 3: Satisfactory / 4: Good / 5: Excellent
Content 95%
Standards / No standards are mentioned in lesson. Lesson is not aligned to standards. / Standards are inconsistently alluded to in lesson. Lesson is minimally aligned to standards. Too many or too few standards are included. (Lesson may name many standards instead of focusing on important, key standards; alternately, lesson may not name relevant key standards). / Some relevant standards are referenced. Some key standards are identified. Lesson is mostly influenced by standards. / Relevant standards are referenced. Most key standards are identified. Lesson is clearly aligned to standards. / Key applicable standards are thoroughly referenced. Lesson is guided by and aligned to standards.
Content and Language Objectives / Content and language objectives are missing.Content vocabulary is not addressed / Missing either content or language objectives. Content and language objectives do not provide a clear sense of what students will know and be able to do as a result of the lesson. Objectives areunclear, or are unrelated to standards. Incomplete reference to vocabulary instruction. / Both language and content objectives are present, and most are aligned to standards. Stated language objectives provide a minimal sense of what students will be able to do as a result of the lesson. Adequate attention is provided to content vocabulary instruction. / Most objectives provide a path to what students will know and be able to do as a result of the lesson. Multiple strategies for addressing content vocabulary instruction are evident. / All objectives are aligned to standards. Extensive, well-planned focus on teaching and reviewing content vocabulary before, during, and after the lesson.
Learning Experiences / Activities are absent or unrelated to objectives. No differentiation of instruction is mentioned. / Many activities are extraneous and irrelevant. Limited or unsuccessful attempt is made to individualize activities for learning styles or strengths. / Activities relate to objectives, thoughsome are extraneous. Activities are mostly accessible to students with different learning styles and strengths.
Lesson plan includes differentiated instruction, limited to either gifted students, English language learners, orstudents with special needs. / Activities provide a logical path to meeting objectives. Activities are accessible to students of more than one learning style or strength.
Lesson includes varied differentiated instruction for gifted students, English language learners, and students with special needs. / Students of many learning styles and strengths can benefit from activities.
Lesson clearly offers appropriate, creative, and well-integrated challenges for students of all levels, including gifted students, English language learners, and students with special needs.
Evaluates instruction based on assessment results / There is little evidence of instructional evaluation based on assessment results. / Instructional evaluation is negligible; teacher data is not used regularly in the evaluative process. / Uses a single data point to evaluate instruction. Best-practice instructional strategies are highlighted by assessment results. / Uses a minimum of 2 data points to evaluate instruction. Evaluative process is reflective in nature. / Evidence of triangulation of a variety of data points is used to evaluate instruction.
Analyzes student learning / Analysis is off-topic, incongruent with assignment objectives. / Some attempt is made to analyze student learning, but it is inconsistent and confusing. / Analysis of student learning is reflective of a singledata point. Analysis is competent, detailed, and focused. / Analysis accounts for the need to provide evaluative feedback to students. Evidence of opportunities that learners had for trial and error, reflection, and revision. Uses a minimum of 2 data points to analyze student learning. / Feedback engages learners and they develop a sense of ownership and commitment to their learning. Evidence of triangulation of a variety of data points is used to analyze student learning.
Materials & Resources / Materials and resources needed for this lesson are not included in plan. / Materials and resources needed for this lesson are included, but seem limited or incomplete. / A list of materials and resources needed for this lesson are included. / A detailed list of materials and resources needed for this lesson are included in plan. / Methodical notes about assembling materials, contacting outside guests, or locating additional resources are also included.
Organization 5%
Mechanics of Writing (includes spelling, punctuation, grammar) / Surface errors are pervasive enough that they impede communication of meaning. / Frequent and repetitive mechanical errors distract the reader. / Some mechanical errors or typos are present, but are not overly distracting to the reader. / Prose is largely free of mechanical errors,although a few may be present. / Writer is clearly in control of standard, written American English.
Language Use and Audience Awareness (includes sentence construction, word choice, etc) / Inappropriate word choice and/or sentence construction, lack of variety in language use. Writer appears to be unaware of audience. / Some distracting and/or inconsistencies in language choice (register), sentence structure, and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. / Sentence structure is correct and occasionally varies. Language is appropriate to the targeted audience for the most part. / The writer is clearly aware of audience; uses a variety of sentence structures and appropriate vocabulary for the target audience; uses figures of speech to communicate clearly. / The writer uses a variety of sentence constructions, figures of speech, and word choice in unique and creative ways that are appropriate to purpose, discipline, and scope.
Essay Structure, Paragraph Development, and Transitions / Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed. / Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. / Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. / A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used as appropriate to purpose, discipline, and scope. / There is a sophisticated construction of the essay. Ideas universally progress and relate to each other. The writer has been careful to use paragraph and transition construction to guide the reader.
APA Format and Style Requirements / APA format and style are not evident. / Title page is present,though missing APA elements; in-text citations, where necessary, are used though formatted inaccurately, but not referenced. / All key elements of an APA title page are present; an abstract is present and formatted correctly; in-text citations and a reference section are present with few format errors. Mechanics of writing are reflective of APA style. / Plan elements are theoretically supported with accurate citations and references. / A broad understanding of APA format and style is evident in use of level headings and lists, for example.